Learning Environment Lessons
Lesson Plan 1
Project Name:
Caring for the Gifts of the Ocean Environment
Description of Learning Goals and Standards
Grades 3-5
-The students will discuss some ways in which the ocean environment has been polluted by industry, business, and vacationers.
-The students will find out about diseases caused by pollution in humans and in all types of sea dwellers.
-The students will read about and find Internet resources that will enhance their knowledge of what happens to our oceans and the life within when pollution goes unchecked.
-The students will find out about various concerns of local beaches where they will be vacationing this summer (for example: oil spills or littering).
It is important for the students to use the internet for this assignment because it allows them to research faster and more efficiently about the ocean environment as well as local beaches they will be vacationing at. The internet is full of so much information and is great way for the children to look up various things in a shorter amount of time.
QCC Strand: Basic Skills
Standard: Operates basic technology tools and applications.
QCC Strand: Productivity
Standard: Uses brainstorming/Webbing software in planning, organizing, and prewriting.
QCC Strand: Communication
Standard: Uses telecommunication tools and on-line resources to communicate with others, gather information, and express ideas.
QCC Strand: Research
Standard: Uses basic research techniques with teacher guidance.
Rationale for Technology:
Using technology in this lesson is essential for the students to learn first hand about pollutants and how they affect the ocean and the marine life. It also allows them to research various beaches where they plan to vacation so they can learn about the dangers of those beaches and what types of pollutants are in the water there. Doing this assignment gives them great practice at researching on the web and learning how to use the internet effectively. Searching on the internet for vacation destinations is both exciting for the students as well as educational. I don't believe there are any disadvantages in this lesson by integrating technology.
Description of Lesson Implementation:
Warm-Up:
-Students will view and discuss a National Geographic Video entitled: "Sea Nasties"
-Students will help to set up an aquarium to be a tiny replica of what is in the ocean and what may be found on the Ocean floor.
Activities/Procedures:
1) Students will work with suggested sites on the computer to find information that would tell them either what sort of pollution has been problematic or what has been done to help clean up various pollutants.
2) Students will work with computer sites to find out about various diseases to find out about how pollution has caused illness in humans and in ocean life.
3) Students will write a story or a poem to describe the beauty of the ocean.
4) Students will write an “obituary” for a mammal in danger of extinction.
I think this is a great lesson because it begins with a video to introduce the children to the topic so they will be familiar with what they are going to be researching. The replica of the ocean floor is a great way to give the students a hands-on, visual representation of what may be found on the ocean floor. After the first two assignments are completed, they are familiar with the topic and are ready to research and learn more about the topic. After collecting information off the internet, they will have enough resources to write a poem or story as well as an "obituary" for a mammal in danger of extinction.
Assessment:
Student progress will be assessed by oral participation and written literature pieces. Students will share their internet resource findings orally. I think the stories, poems, and "obituaries" are a great assessment because it shows whether or not they were using the technology effectively and researching the proper way to retain useful information. Sharing their internet resources orally lets every student hear what the others found so they can learn from others' research efforts as well. This assignment meets the learning goals and standards because the students are researching, brainstorming, and using on-line researching to communicate with others, gather information, and express ideas.
Other Place to Use This Solution:
This would be a great activity done at home with the children and their parents.
What I Learned and What I Would Improve Next Time:
I learned that hands on activities are often a great way to engage students in a topic and get them interested. I also learned that using the internet is a fast, effective way to research.
References/Resources Used:
Sister Hannah Miller, I.H.M.
http://www.dciu.k12.pa.us/EducatorSites/EcologyLessons/Oceans%20Marine%20Life.htm
Lesson Plan 2:
Project Name: Using Photography To Help Save The Oceans
Description of Learning Goals and Standards:
Grades 3-5
Students will:
-look at photographs by David Doubilet and other marine photographers;
-discuss ways that humans' actions impact various forms of marine life;
-research basic information about one form of marine life and the specific threats it faces;
-show where the life form lives on a map; and
-draw pictures and write captions showing how the life forms they studied live when they are in their natural healthy habitats versus in habitats that have been damaged by humans.
It is important for the students to look at photographs of marine life so they can become familiar with the marine life. Discussing how human actions impact marine life helps the students know why it is important to help save the oceans. Researching on-line gives the students an abundance of information about a certain form of marine life and how it is endangered. They can also look on a map to see where that particular life form lives and what type of habitat they are supposed to live in to be healthy.
QCC Strand: Basic Skills
Standard: Operates basic technology tools and applications.
QCC Strand: Productivity
Standard: Uses Brainstorming/Webbing software in planning, organizing, and pre-writing.
QCC Strand: Communication
Standard: Uses telecommunication tools and on-line resources to communicate with others, gather information, and express ideas.
QCC Strand: Research
Standard: Uses basic research techniques with teacher guidance.
Rationale For Technology:
In this lesson, using technology is a great research tool for the students. They have access to an abundance of pictures and information that they wouldn't be able to find in a regular library. It is also a faster way for them to research and allows them to improve their researching skills and computer skills, while learning at the same time. Researching about a particular animal not only lets them see the animal, but it also lets them know how the animal can be protected and what they can do. There are so many online resources that are available that can better enhance their learning. The only disadvantage to the students would be if they didn't know how to properly use the internet to research.
Description of Lesson Implementation:
Opening:
Read students the following quotes by marine photographers:
"My job description is to make a picture of a place no one has ever seen before or, to make a picture that's different of a place that everybody's seen before." - David Doubilet
"We have the ability and the responsibility to help educate the public about the very real need to protect the undersea world and the plants and animals that live there." - Henry Wolcott
Show the class Doubilet's photo gallery and Marine Photo Bank with images from different photographers and ask students to think about the quotes as they look at the pictures.
Why do students think Doubilet and Wolcott do what they do? Do they think photographs can help people understand the world's oceans better and care more about what happens to them?
Ask students to think about how humans might be damaging the oceans. Have they heard news stories about dolphins being caught in fishing lines, for example, or about oil spills killing ocean animals? Why do students think people harm the oceans and the animals that live in them? Do they hurt ocean life on purpose or out of carelessness?
Have students form small groups, and assign each group to research one of the following marine life forms:
Coral reefs
Goliath grouper
Sea otters
Sea turtles Ask students to pay careful attention to the pictures of the animals. Students should think about the following questions using the Web sites below:
What does it look like?
How big is it?
Where does it live? (Have students show this by marking the areas on blank outline maps of the world.)
What does it eat?
How do human activities endanger it?
What could be done to help protect it?
Bring the students back together as a class and discuss what they have learned. Do they feel that looking at photographs of ocean life and studying human impact on the oceans has made them feel more strongly about ocean conservation? Why?
I think this step-by-step process really makes the students think about marine life and the effects the humans have on it. Being able to research about a particular animal allows each group to become familiar with that animal and learn more about how that animal stays healthy and what endangers it's health. Studying about ocean life and human impact allows the students to develop their own feelings concerning ocean conservation.
Assessment:
Have students draw pictures of the animal they studied in the lesson. Ask them to draw one picture of the animal looking healthy in its natural habitat, and one depicting the animal under stress by some form of human contact (for example, they could draw a seal tangled in a net). Each picture should have a caption explaining basic facts about the animal: the caption under the healthy picture should include information about its size, diet, and natural habitat; and the caption for the stressed animal should indicate how its interaction with humans has affected its environment and its health. They should also indicate how this animal could be protected in the future.
Have students post their drawings with the captions on the wall, and allow the class to walk around and look at them. Ask them if they think the drawings have changed their own opinions about how humans are treating the oceans.
Other Places to Use This Lesson:
This is another great lesson that can be done at home with children and their parents.
What I Learned and What I Would Improve Next Time:
I learned that letting the students see each other's work not only enchances their learning, but can change their opinion and convey the message of the lesson in a better way. I wouldn't change or improve any part of the lesson.
Refereces/Recourses Used
MarcoPolo: National Geographic Xpeditions
http://www.nationalgeographic.com/xpeditions/lessons/18/g35/doubiletphoto.html
Project Name:
Caring for the Gifts of the Ocean Environment
Description of Learning Goals and Standards
Grades 3-5
-The students will discuss some ways in which the ocean environment has been polluted by industry, business, and vacationers.
-The students will find out about diseases caused by pollution in humans and in all types of sea dwellers.
-The students will read about and find Internet resources that will enhance their knowledge of what happens to our oceans and the life within when pollution goes unchecked.
-The students will find out about various concerns of local beaches where they will be vacationing this summer (for example: oil spills or littering).
It is important for the students to use the internet for this assignment because it allows them to research faster and more efficiently about the ocean environment as well as local beaches they will be vacationing at. The internet is full of so much information and is great way for the children to look up various things in a shorter amount of time.
QCC Strand: Basic Skills
Standard: Operates basic technology tools and applications.
QCC Strand: Productivity
Standard: Uses brainstorming/Webbing software in planning, organizing, and prewriting.
QCC Strand: Communication
Standard: Uses telecommunication tools and on-line resources to communicate with others, gather information, and express ideas.
QCC Strand: Research
Standard: Uses basic research techniques with teacher guidance.
Rationale for Technology:
Using technology in this lesson is essential for the students to learn first hand about pollutants and how they affect the ocean and the marine life. It also allows them to research various beaches where they plan to vacation so they can learn about the dangers of those beaches and what types of pollutants are in the water there. Doing this assignment gives them great practice at researching on the web and learning how to use the internet effectively. Searching on the internet for vacation destinations is both exciting for the students as well as educational. I don't believe there are any disadvantages in this lesson by integrating technology.
Description of Lesson Implementation:
Warm-Up:
-Students will view and discuss a National Geographic Video entitled: "Sea Nasties"
-Students will help to set up an aquarium to be a tiny replica of what is in the ocean and what may be found on the Ocean floor.
Activities/Procedures:
1) Students will work with suggested sites on the computer to find information that would tell them either what sort of pollution has been problematic or what has been done to help clean up various pollutants.
2) Students will work with computer sites to find out about various diseases to find out about how pollution has caused illness in humans and in ocean life.
3) Students will write a story or a poem to describe the beauty of the ocean.
4) Students will write an “obituary” for a mammal in danger of extinction.
I think this is a great lesson because it begins with a video to introduce the children to the topic so they will be familiar with what they are going to be researching. The replica of the ocean floor is a great way to give the students a hands-on, visual representation of what may be found on the ocean floor. After the first two assignments are completed, they are familiar with the topic and are ready to research and learn more about the topic. After collecting information off the internet, they will have enough resources to write a poem or story as well as an "obituary" for a mammal in danger of extinction.
Assessment:
Student progress will be assessed by oral participation and written literature pieces. Students will share their internet resource findings orally. I think the stories, poems, and "obituaries" are a great assessment because it shows whether or not they were using the technology effectively and researching the proper way to retain useful information. Sharing their internet resources orally lets every student hear what the others found so they can learn from others' research efforts as well. This assignment meets the learning goals and standards because the students are researching, brainstorming, and using on-line researching to communicate with others, gather information, and express ideas.
Other Place to Use This Solution:
This would be a great activity done at home with the children and their parents.
What I Learned and What I Would Improve Next Time:
I learned that hands on activities are often a great way to engage students in a topic and get them interested. I also learned that using the internet is a fast, effective way to research.
References/Resources Used:
Sister Hannah Miller, I.H.M.
http://www.dciu.k12.pa.us/EducatorSites/EcologyLessons/Oceans%20Marine%20Life.htm
Lesson Plan 2:
Project Name: Using Photography To Help Save The Oceans
Description of Learning Goals and Standards:
Grades 3-5
Students will:
-look at photographs by David Doubilet and other marine photographers;
-discuss ways that humans' actions impact various forms of marine life;
-research basic information about one form of marine life and the specific threats it faces;
-show where the life form lives on a map; and
-draw pictures and write captions showing how the life forms they studied live when they are in their natural healthy habitats versus in habitats that have been damaged by humans.
It is important for the students to look at photographs of marine life so they can become familiar with the marine life. Discussing how human actions impact marine life helps the students know why it is important to help save the oceans. Researching on-line gives the students an abundance of information about a certain form of marine life and how it is endangered. They can also look on a map to see where that particular life form lives and what type of habitat they are supposed to live in to be healthy.
QCC Strand: Basic Skills
Standard: Operates basic technology tools and applications.
QCC Strand: Productivity
Standard: Uses Brainstorming/Webbing software in planning, organizing, and pre-writing.
QCC Strand: Communication
Standard: Uses telecommunication tools and on-line resources to communicate with others, gather information, and express ideas.
QCC Strand: Research
Standard: Uses basic research techniques with teacher guidance.
Rationale For Technology:
In this lesson, using technology is a great research tool for the students. They have access to an abundance of pictures and information that they wouldn't be able to find in a regular library. It is also a faster way for them to research and allows them to improve their researching skills and computer skills, while learning at the same time. Researching about a particular animal not only lets them see the animal, but it also lets them know how the animal can be protected and what they can do. There are so many online resources that are available that can better enhance their learning. The only disadvantage to the students would be if they didn't know how to properly use the internet to research.
Description of Lesson Implementation:
Opening:
Read students the following quotes by marine photographers:
"My job description is to make a picture of a place no one has ever seen before or, to make a picture that's different of a place that everybody's seen before." - David Doubilet
"We have the ability and the responsibility to help educate the public about the very real need to protect the undersea world and the plants and animals that live there." - Henry Wolcott
Show the class Doubilet's photo gallery and Marine Photo Bank with images from different photographers and ask students to think about the quotes as they look at the pictures.
Why do students think Doubilet and Wolcott do what they do? Do they think photographs can help people understand the world's oceans better and care more about what happens to them?
Ask students to think about how humans might be damaging the oceans. Have they heard news stories about dolphins being caught in fishing lines, for example, or about oil spills killing ocean animals? Why do students think people harm the oceans and the animals that live in them? Do they hurt ocean life on purpose or out of carelessness?
Have students form small groups, and assign each group to research one of the following marine life forms:
Coral reefs
Goliath grouper
Sea otters
Sea turtles Ask students to pay careful attention to the pictures of the animals. Students should think about the following questions using the Web sites below:
What does it look like?
How big is it?
Where does it live? (Have students show this by marking the areas on blank outline maps of the world.)
What does it eat?
How do human activities endanger it?
What could be done to help protect it?
Bring the students back together as a class and discuss what they have learned. Do they feel that looking at photographs of ocean life and studying human impact on the oceans has made them feel more strongly about ocean conservation? Why?
I think this step-by-step process really makes the students think about marine life and the effects the humans have on it. Being able to research about a particular animal allows each group to become familiar with that animal and learn more about how that animal stays healthy and what endangers it's health. Studying about ocean life and human impact allows the students to develop their own feelings concerning ocean conservation.
Assessment:
Have students draw pictures of the animal they studied in the lesson. Ask them to draw one picture of the animal looking healthy in its natural habitat, and one depicting the animal under stress by some form of human contact (for example, they could draw a seal tangled in a net). Each picture should have a caption explaining basic facts about the animal: the caption under the healthy picture should include information about its size, diet, and natural habitat; and the caption for the stressed animal should indicate how its interaction with humans has affected its environment and its health. They should also indicate how this animal could be protected in the future.
Have students post their drawings with the captions on the wall, and allow the class to walk around and look at them. Ask them if they think the drawings have changed their own opinions about how humans are treating the oceans.
Other Places to Use This Lesson:
This is another great lesson that can be done at home with children and their parents.
What I Learned and What I Would Improve Next Time:
I learned that letting the students see each other's work not only enchances their learning, but can change their opinion and convey the message of the lesson in a better way. I wouldn't change or improve any part of the lesson.
Refereces/Recourses Used
MarcoPolo: National Geographic Xpeditions
http://www.nationalgeographic.com/xpeditions/lessons/18/g35/doubiletphoto.html
posted by Bethany @ 9:10 AM
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